EDF 6211 Educational Psychology

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1 EDF 6211 Educational Psychology Instructor: Dr. Sharon McGee Time: Tuesday 5:00-7:40 Home: Room: GC 285 Office Hours: Before and after class General Course Description This is a graduate class focuses on many of the issues in Educational Psychology and as such represents a substantial amount of work. We will cover issues of culture, cognition, behavior, motivation and emotion, to see how they can each impact the teaching and learning process. These activities will include discussions and class activities. Class Requirements The requirements for this class are made up of four components, written papers, exams, readings, and an e-folio writing assignment. Students will be assigned readings from the required text, and attend class lectures that will provide the student content information on issues in educational psychology. There will be a midterm and final exam; the content for these exams will come from readings, lectures and class activities. It is important that students do the assigned readings by their due dates and it is strongly recommended that students attend class, as we will be doing activities that supplement and clarify the topics presented in the readings. The work from these activities cannot be done at a later date and must be handed in during class time. Lecture material will also supplement and explain the textbook chapters and will be subject to examination. If you miss a class, you are responsible for any material given or schedule changes made during the class period. Besides the exams, you will be asked to demonstrate your understanding of the course content on an e-folio written project in which you will connect a particular theory that you have learned in the course to actual effective and ineffective classroom practices. The state of Florida now requires that you receive a passing grade on this assignment to pass the class. If a student does not pass the assignment one re-write opportunity will be given to allow passage but additional points will not be awarded toward their final course grade. Objectives: 1. Students will demonstrate knowledge and ability to think critically about theories in Educational Psychology. 2. Students will apply theories of Educational Psychology to the interpretation of classroom practices. Required Text Bruning, R., Schraw, G.. (2004). Cognitive Psychology and Instruction (fourth edition). Pearson Merrill Prentice Hall, Upper Saddle River, New Jersey 1

2 Grading Policy: All assignments must be turned in before the end of class on the due date indicated on the semester schedule in class to receive full credit. A half a point after the end of class and an additional half point each day that an assignment is late will be deducted. If a students hands in late work, he or she should have one of the department secretaries verify the time and ate that the assignment was turned in, otherwise it will be marked when the professor receives it and this could be much later than when it was left. Make-up exams will only be given to students with a doctor s note (or equivalent) or by prior arrangement with the professor. Points will be given based on: 30 points for efolio assignment = 30 points total for writing 25 points each for 2 exams = 50 points total for exams 20 points for class work and = 20 points total for classwork and writing assignments writing assignments 100 points total for the course Grades for the course will be assigned based on the total number of points earned by the student at the end of the semester. A =95 points and above A- =90-94 B+ =86-89 Below C = Repeat course B =82-85 B- =80-81 C = EDF 6211 E-folio Artifact Florida now requires that each person seeking a professional degree in a College of Education and/or seeking certification must develop an online portfolio of the coursework completed in pre-professional training. It is required that you complete this E-folio artifact to apply this required course toward a degree or certification from the College of Education. Each course in the college has a different e-folio assignment to satisfy different parts of the state requirements. The requirements below are minimal to meet the state requirements. Some course instructors may have additional assignments or requirements. Completing the E-folio artifact requires that you place an example of your work online as evidence of your ability to understand and apply the Florida Accomplished Educator Practices )F.E.A.P.s). This artifact provides evidence of your knowledge as it is related to FEAPS five, seven and nine for the study of Educational Psychology. FEAP 5) Acceptance and fostering of diversity: Demonstrate your knowledge of multiculturalism and a keen sensitivity to varied linguistic and cultural backgrounds. 2

3 Indicators: Recognizes the cultural, linguistic, and experiential diversity of students. Has a repertoire of teaching techniques and strategies to effectively instruct all students. FEAP 7) Human learning and development: Demonstrate your knowledge of learning theories, principles, and their application to your teaching practice. Indicators: Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas. Recognizes learning theories, subject matter structure, curriculum development, and student development. FEAP 9) The design of learning environments: Demonstrate that you can think critically about learning environments in which students are actively engaged in social interaction, cooperative learning and self-motivation. Indicators: Recognizes cognitive and affective needs of individual students. Designs learning environments and activities to meet these needs. Steps for E-folio/Paper: Research some key ideas and report on how you could use them in the design of a learning environment. Use the following guidelines: Identify the general theory that you want to focus on in your paper that relates to teaching practice. You must use one of the following theories from the areas that we cover in the class that are relevant to your population of learners. For example, you could focus on cultural differences, cognitive development, emotional development, moral reasoning, cognition, assessment, or motivation. Find at least five current sources that present new ideas that could be applied to teaching practice. This could be new research in development, information processing or humanistic motivation or some other major topic in the class. You must provide a reference for each outside source that you choose. The reference MUST be a journal, book or publication from a national organization that represents the content area. Your textbook is not one of the five sources. No Internet Websites No magazine or newspaper articles will be accepted, and all references must be more recent than The references MUST be presented in APA style. Explain how you would use these new research ideas to shape an effective learning environment. Provide 1 or 2 detailed examples of this so that your ability to apply the concept you have selected can be evaluated. 3

4 Once you have created your learning environment, answer the following questions about it. o What are some of the ways that your learning environment could address the needs of people from different cultural and linguistic backgrounds? o How might the concept of opportunity to learn or unequal schooling apply to difficulties that these students normally face in regular instruction? o If you wanted to improve the achievement of cultural and linguistic minorities in your lesson activity, what would you do? o Would you expect that your activity might increase or decrease these students scores on achievement tests? Why? Conclude your paper by summarizing what you have learned about the particular theory or principles that you have chosen. This paper must be between 5-7 pages of text with at least 12 pt. Font and double spacing. Provide a reference page (this is not counted toward the 5-7 page limit). Everything cited must be referenced, everything referenced must be cited. Be sure to follow APA style, and use all the qualities that typify professional writing. Use topic sentences, well-focused paragraphs, good spelling, grammar habits, and formatting of references. Each of these makes your important ideas more accessible to your reader and identifies you as a capable professional in your field. To help you in conceptualizing your writing, you should check to make sure that you have satisfied the criteria used to assess your work. See the following categories that will be used to assess the quality of the artifacts that are submitted. Scoring Rubric for Task/Artifact for Efolio: To interpret the score to guide your efforts in creating your artifact, you can look at the following classifications. TARGET (90-100% of POINTS) The paper demonstrates a complete synthesis of knowledge of cultural and linguistic student diversity. There is an in depth and thorough application of learning theories to create effective activities for a learning environment. The paper demonstrates insightful knowledge of student needs. The paper shows thorough understanding of students cognitive and affective needs and these are effectively addressed in the learning environment. All required sources within the last ten years are cited and reported in APA format. Writing is clear and well organized with excellent mechanics. Persuasive argument is made by the author for his/her point of view. 4

5 ACCEPTABLE (89-75% of Points) The paper demonstrates an adequate synthesis of knowledge of cultural and linguistic student diversity. There is sufficient application of learning theories to create effective activities for a learning environment. The paper demonstrates satisfactory knowledge of student needs. The paper shows an acceptable understanding of students cognitive and affective needs and these are sufficiently addressed in the learning environment. All required sources within the last ten years are cited and reported in APA format. Writing is clear and well-organized with passable mechanics. Logical and cogent argument is made by the author for his/her point of view. UNACCEPTABLE (Below 74% of points/paper needs remediation) The paper demonstrates limited or no synthesis of knowledge of cultural and linguistic student diversity. There is limited or insufficient application of learning theories to create effective activities for a learning environment. The paper lacks satisfactory knowledge of student needs. The paper shows minimal or no understanding of students cognitive and affective needs and these are insufficiently addressed in the learning environment. No all required sources are cited and some are older than the last ten years. Errors in APA format. Writing lacks clarity and organization with grammatical deficiencies. The argument made by the author lacks logic and focus. 5

6 Schedule for Spring 2008 Here is the schedule for the Spring 2008 Semester. I reserve the right to make scheduling changes with proper notice given in advance. Date January 8th January 15 th January 22nd January 29th February 5th February 12th February 19th February 26th March 4th March 11 th March March 25th April 1st April 8th April 15th April 24th Topics / Readings Introduction, Chapter 1 Introduction to Cognitive Psychology, Course Overview and Requirements Chapter 2 Sensory, Short-Term, and Working Memory Chapter 3 Long Term Memory: Structures and Models Chapter 4 Encoding Processes Chapter 5 Retrieval Process Chapter 6 Beliefs About Self Chapter 6 (cont d) Chapter 7 Beliefs About Intelligence And Knowledge Midterm Covering Chapters 1-7 plus class lectures Chapter 8 Problem Solving and Critical Thinking Chapter 9 Classroom Contexts for Cognitive Growth Chapter 9 (cont d) Chapter 10 Technological Contexts For Cognitive Growth Chapter 11 Learning to Read Last day to drop with DR Spring Break Chapter 12 Reading to Learn Chapter 13 Writing E-FOLIO ASSIGNMENTS DUE Chapter 14 Cognitive Approaches to Mathematics Chapter 15 Cognitive Approaches to Science Final Exam Chapters 8-15 and class lectures 6

7 Office of Disability Services for Students If you have a disability and need Assistance, please notify the professor and/or contact the Office of Disability Services for Students ( ). Upon contact, the Office of Disability Services For Students will review your request and contact your professors or other appropriate personnel to make arrangements for appropriate modifications and/or assistance. Academic Honesty: Be assured and forewarned that cheating will not be tolerated in this course. All cases of suspected cheating will be referred to the University s Committee on Academic Misconduct. This action is required by all instructors. Regarding the consequences of being found guilty of dishonest academic practice, the instructor shall make an academic judgment about the student s grade on that work and in that course and shall report such incidents to the Primary Administrative Officer. Code of Decorum: The Department of Educational Psychology/Research/Special Education has developed a Professional Code of Decorum. It can be found at the department s web site at All students taking courses in this department are expected to meet the expectations outline in this Code. 7

8 Background Information If you would like me to be able to contact you about matters relevant to the course Please provide contact information. If you do not wish this, then leave it blank. Name: Degree Seeking Phone: Tell me at least one aspect of learning that interests you and that you would like To know more about after taking this class. I have read and understood the information presented in the syllabus and accept its terms and conditions. I understand the requirements of the e-folio assignment and that passing the e-folio assignment is required to earn a passing grade for the course. Signature Date 8

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